Educational morality game

ABSTRACT

An interactive learning game having a gameboard bearing a plurality of consecutive spaces, some of which include open ended personality revealing discussion questions. The novel game also includes cards bearing moral, spiritual, ethical and philosophical questions and references to answers from different points of view. The novel gameboard also includes alternative paths interconnecting the plurality of spaces that provide a player with the option to advance the player&#39;s marker, move back another player&#39;s marker or to altruistically assist another player&#39;s marker. The novel game may be played on the computer by computers connected to the internet or an intranet. The game is designed for players to challenge their way of thinking while enjoying interaction and learning different points of view and perspectives on ethical, moral, religious, scientific and philosophical points of view.

CROSS REFERENCE TO RELATED APPLICATIONS

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STATEMENT REGARDING SPONSORED RESEARCH OR DEVELOPMENT

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INCORPORATION-BY-REFERENCE OF MATERIAL SUBMITTED ON COMPACT DISC

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REFERENCE TO A “MICROFICHE APPENDIX”

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BACKGROUND OF THE INVENTION

1. Field of the Invention

The invention pertains to an educational morality game and more particularly to an educational game for teaching ethical and moral evaluations and considerations. The novel game allows players to express their feelings about various topics and provides alternative paths for good deeds that may be used for personal advancement, advancement of another player or for forcing another player back spaces and includes cards providing specific references to answers to moral and ethical issues suggested by various religions or philosophies. A reference book quoting passages from various religious, moral, and philosophical sources may be included with the novel game.

2. Description of Related Art Including Information Disclosed Under 37 CFR 1.97 and 1.98

Game boards having a plurality of spaces, markers and dice or spinners for moving the markers along the surface of the game board have been in use for many years. Games and game boards also include and have included cards that are drawn from a deck to provide rewards or punishment are also known and played concerning a single subject or motif like real estate or adventure.

Such games are primarily for entertainment and do not provide an understanding of moral, ethical or religious perspective of the players and do not expose or expand the players to the moral, ethical, religious or philosophical concepts of others.

Books are available providing moral, ethical, religious and philosophical teachings, but such books provide answers from a single point of view and are not interactive. A few board games are also available, but again, like books, such games provide answers from a single point of view and in some cases threaten the players with damnation for not having specific knowledge of a specific scripture dispensed from a single religious point of view.

Representative of prior art based on awareness of the scriptures or the Bible includes Davis, et al U.S. Pat. No. 5,042,816, Meriwether U.S. Pat. No. 1,323,713, Martin U.S. Pub. No. U.S. 2003/0227132A1 and Jenkins U.S. Pub. No. U.S. 2005/0133996 A1. These games are not interactive in providing information as to the players feelings about various matters, do not provide enlightenment as to the moral, ethical, religious or philosophical points of view of others and provide only a single point of view. Moreover such games exclude people of other religious beliefs and as such would not be of value in opening dialogue between people of different religious beliefs and as such would probably not be played over the internet with players of different religious, ethical, moral and philosophical points of view.

Other prior art board games teach behavioral patterns and seek to distinguish between good and bad traits. Such prior art games include Buckley, et al U.S. Pat. 6,527,380, Breslow, et al U.S. Pat. No. 3,759,521 and Edwards U.S. Pat. No. 1,695,144. Some prior art board games also provide a question and answer format such as Passero U.S. Pat. No. 5,332,227. These board games like the previously discussed board games are not interactive in seeking the players feelings about various matters and do not allow for the enlightenment of the players as to the moral, ethical, religious and philosophical points of view of others.

A further group of prior art games are educational in seeking to teach religious or geographical information. Such prior art games include McBride U.S. Pat. No. 4,121,823 and Passero U.S. Pat. No. 5,332,227 or are for pure entertainment and fantasy such as Miller U.S. Pat. No. 3,985,361. Such prior art games are not interactive in seeking questions and answers on moral, ethical, religious or philosophical or provide reference to or expose the players to different points of view of others.

The novel game of the invention provides an interactive format to allow players to express their feelings on various questions and issues and provides a proactive guidance on different points of view on moral, ethical, religious and philosophical questions. The novel game provides a yardstick for comparing the different moral, ethical, religious and philosophical underpinnings of people of different beliefs and faiths while allowing players to examine their own and the other players feelings and beliefs on moral, ethical, religious, and philosophical issues.

It is an object of the invention to raise moral, ethical, religious and philosophical discourse, discussion and understanding between people of different beliefs and faiths and to bridge common ground for understanding of the beliefs and faiths of different players.

It is an object of the invention to allow the game to be played on the internet between people of different beliefs and faiths with the object of obtaining a respect for and understanding of their moral, ethical, religious and philosophical point of view.

It is an object of the invention to provide a game that is relatively simple in construction that provides an arena to explore different thought processes regarding everyday life.

It is also an object of the game to provide a game device that teaches a penalty situation regarding poor behavior that is not supported by any moral, ethical, religious, scientific or philosophical perspective.

It is an object of the game to provide a game that teaches without being obtrusive to the sensibilities of the players.

It is an object of the game to impart knowledge of world religions to the player as well as their moral and ethical perspectives.

It is an object of the game to provide an atmosphere of entertainment, trust and learning between the players and an understanding of their similarities and differences.

It is an object of the game to employ a game device to educate players about differences in world religions without the stigma of judgment.

Unlike the prior art the novel game is interactive as it provides a medium in which the players have to respond orally or in writing to various questions corresponding to various spaces on the board. Other players can evaluate the responses of other players and based upon those responses can use bonus points achieved by landing on “crown spaces” to either advance their own marker, use their bonus points to bring another players marker back or use their bonus points to advance another player's marker in an altruistic gesture.

The novel game further allows players to compare, contrast and evaluate their moral, ethical, religious and philosophical positions with other major religious and moral standards in open dialogue with an available reference containing the major religious, moral and philosophical works. The novel game may be played on a gameboard with all players present in the same area or may be played with players in different parts of the world with the players connected through the internet.

BRIEF SUGARY OF THE INVENTION

The invention pertains to an educational device utilizing a game format to allow players to express their philosophical ideals while comparing and contrasting their moral, ethical, spiritual and philosophical beliefs with others and to reference the major religious and philosophical sources such as Christianity, Judaism, Buddhism, Hinduism, Islam as well as others. In the preferred embodiment of the invention understanding of self and others is taught as well as bridging understanding between different moral, spiritual, ethical and philosophical tenets.

The novel educational device typically utilizes a gameboard which may be in the form of a typical cardboard construction or be in the form of a computer screen having a plurality of consecutive or contiguous spaces with most of the spaces posing a discussion question, as well as pick a card spaces and spaces forcing a player to move forward or backward spaces. As hereinafter used the term consecutive is used to include the term contiguous. The board in either it's physical form or in the electronic format will be hereinafter known as a gameboard.

The gameboard also includes “crown” spaces which represent alternative paths associated with good deeds. The alternative path good deed spaces may be accessed from one of the ordinary plurality of consecutive spaces by obtaining a number from a random number generator that allows the player to access one of the crown spaces from one of the consecutive spaces. The random number generator may be a chance device such as a spinner device, a die or an electronic random number generator when the game is played in its electronic format.

Accessing a crown space allows the player a number of options. The first option is to allow the player to move an additional number of spaces, for example 3. The second option is to force another player to move back a number of spaces, for example three, the third option is to allow a fellow player to advance a number of spaces in an altruistic action.

In addition to the plurality of consecutive spaces and crown spaces the gameboard includes a number of pick a card spaces dispersed among the plurality of consecutive spaces. The pick a card spaces require a player to take a card which specifically challenges the player to respond to a particular spiritual, moral, ethical or philosophical issue such as “Did God create the universe?” After providing the best answer the player can provide the card can be opened to cite different references to not only religious works but also to scientific and philosophical works. In the preferred embodiment of the invention an optional reference book is provided with the game including sections of the works such as Torah, the Bible, the Qur'an, Bhagavad Gita, Lotus Sutra or other religious, moral, ethical or philosophical source.

The pick a cards are also used when a player is forced backwards by landing on one of the penalty consecutive spaces that force a player backwards and the player has previously answered the same question on that consecutive space. Alternatively the pick a card spaces are used when a player is forced backwards by another player after landing on a crown space and the crown space player exercises the option to force the player backwards.

The cards associated with the pick a card space may have a specially reserved spot on the novel gameboard or be held in an auxiliary cardholder which may have an associated shuffling device or the cards may be randomly stored in a computer memory device when the gameboard is presented electronically and the novel game is played on a computer through the internet or intranet. The optional reference book may also be stored electronically or accessed by a computer through the internet.

The plurality of consecutive spaces have most of the spaces posing a discussion question designed to force a player to discuss things that reveal beliefs of that person. These open ended personality questions allow the players to express themselves and allow other players to compare and contrast their thoughts and beliefs. This causes the players to not only express themselves but causes other players to evaluate the other players and allows the players the option of using crown spaces to advance their own marker on the gameboard, but also to consider sending another player's marker back or in an altruistic action assist another player in advancing another player's marker who may be behind but also shares common spiritual or philosophical values. The discussion questions on the gameboard can also be generated and played electronically through computers connected on the internet or intranet. The discussion questions can be responded to by typing answers as through e-mail or chat rooms between players.

The markers of the players may similarly be a variety of physical markers or tokens that are physically moved on the gameboard by the players based on numbers obtained from a random number generator in either electronic or mechanical form such as a die or spinner. Alternatively the markers may be generated electronically and moved electronically on the computer screens of players connected through internet or through an intranet.

The object of the game is to learn the spiritual and moral values of oneself as well as others and appreciate and respect the spiritual and moral values of others while traveling through the gameboard from beginning to end. Each player is given a turn and advances their marker physically or electronically along the gameboard based upon a number from a random number generator. As used herein the term random number generator includes any device mechanically such as a spinner, die or dice or electronic device that provides the random selection of a number corresponding to the number of spaces a player is allowed to move.

The alternative “crown” spaces may be selected where the random number generator provides a number allowing the player to deviate from the otherwise consecutive spaces from the last position of the player on the gameboard. The “crown” spaces can be used strategically to advance one's own marker, bring back another player's marker or altruistically to help a player navigate the novel gameboard.

The use of the crown spaces thus amounts to a combination of skill and strategy and listening to the answers others give in response to questions posed in the plurality of consecutive spaces as the game progresses. In this way each player learns to listen and evaluate the answers of others and also determine the truth, honesty and integrity, or lack thereof, of the of the other players in their responses to the questions posed on the board and in questions posed in the question answer cards which also provide specific reference to questions raised in the question-answer cards.

The novel game thus involves a dual object and objective of not only attempting to finish first but also strategy and wit in responding to questions in view of other players and their options to use crown spaces. These objects are moreover interconnected with learning and respecting the moral, ethical, spiritual, religious and philosophical beliefs of others.

BRIEF DESCRIPTION OF THE SEVERAL VIEWS OF THE DRAWING(S)

The advantages of the invention will be more fully appreciated with reference to the appended drawings which illustrate the best mode and specific embodiments of the invention in which:

FIG. 1 illustrates a top plan view of a preferred embodiment of a gameboard of the invention;

FIGS. 2-6 illustrate portions of the novel gameboard of FIG. 1 in greater detail;

FIG. 7 are top plan view of examples of markers that may be used by the players and moved along the novel gameboard;

FIG. 8 illustrates one embodiment of the front and back of a question and answer card;

FIG. 9 illustrates a further embodiment of one of the question and answer cards;

FIG. 10 illustrates a further embodiment of a question and answer card;

FIG. 11 is an exploded view of an alternative embodiment of a portion of the novel gameboard with replaceable cards for one or more of the plurality of consecutive spaces; and

FIG. 12 is a further embodiment of the invention utilizing the novel gameboard adapted to a computer for playing on an intranet or the internet.

DETAILED DESCRIPTION OF THE INVENTION INCLUDING BEST MODE

The novel educational morality game of the invention can be adapted to a variety of philosophical, ethical, moral and spiritual points of view and can be adapted for any age level as well as any intellectual and philosophical level. The salient features of the novel game are a gameboard, player markers, a random number generator and a series of open ended questions randomly distributed on the gameboard arranged consecutively from beginning to end designed to get players to talk and listen to others with a series of alternative “crown” or good deed paths. These good deed paths include associated options which can allow a player accessing a crown space to advance their own marker, cause another player to be brought back a number of spaces or to altruistically give the right to move forward to another player.

The novel educational morality game preferably also includes question and answer cards which pose important philosophical or religious questions such as “Why do the good suffer?” and provide specific citations to, for example, the Book of Job in the Bible or to others spiritual, moral or ethical works to allow the player to compare and contrast their view with a plurality of cited references. The novel educational morality game may also include a reference book citing specific moral, spiritual, ethical or philosophical works providing various points of view to the question. These question and answer cards are designed for discussion and comparing and contrasting answers to provide understanding and respect for the beliefs of others.

As will be recognized it would be virtually impossible to provide a complete embodiment of every age group, every intellectual level and every philosophical, moral, ethical or spiritual question with a complete citation of all authorities. As a result various illustrative embodiments are provided for the best mode which is provided for illustration and not limiting the invention to a particular age group or a particular group of spiritual, philosophical, or ethical point of view.

In the best mode of the invention and the preferred embodiment the novel game is constructed as an educational morality game for teenagers. As a result in this embodiment the questions, markers and ethical, moral, religious and philosophical issues are designed to appeal to the issues and questions of interest and faced by teenagers.

Referring now to FIG. 1 a gameboard designed for the questions and issues relevant to teenagers is illustrated. The novel gameboard 20 includes a plurality of consecutive spaces 22 bearing general questions 24 for which there is no right or wrong answer. The purpose of general questions 24 is to allow the teenage players to discuss issues faced by teenagers such as “If you were an only child would that make you feel different” or “Do you believe that children of a broken marriage should choose their parents” or other such general questions 24 for discussion others of which are illustrated in greater detail in FIGS. 2-6.

These and such other general discussion questions allow teenagers to listen and compare and contrast their feelings to the response of the player having a marker on one of the general questions 24. The purpose of discussing and listening to others responses allow each player to assess the beliefs of the other players and determine if one or more of the other players are kindred spirits who may be assisted or not assisted when a player accesses a crown space 26.

Crown spaces 26 are alternative good deed paths that along with consecutive spaces 22 are accessed by the players moving markers 28 (FIG. 7). Various shapes and configurations may be used for markers as well as various indicia 30 may be placed on markers to differentiate the markers 28 from one player from another. In the case of teenagers the markers can bear such indicia 30 as “hope”, “devotion”, “love and cherish” etc. as illustrated in FIG. 7.

Gameboard 20 also includes a plurality of “pick a card” spaces 32 interspaced between consecutive spaces 22. The purpose of the pick a card spaces can be twofold. The first purpose of the pick a card spaces can be merely to add new cards with new general questions 24. In this embodiment of the game the pick a card spaces 32 and associated cards 34 are simply for the purpose of entertainment and allowing more interaction on issues relevant to teenage players such as “Do you ever cheat on a test? Why or why not?” FIG. 9. The associated cards 34 may have a design 36 on back 38 with the question 40 on the front side 42 which is placed face down on cards spot 44 on gameboard 20 (FIG. 1). Cards 34 also serve the purpose of preventing a player from having to answer the same question again when a player is forced back spaces as for example when a player's marker falls on one of the go back spaces or a player is forced back by another player who has accessed a crown space 26.

In the best mode and preferred embodiment of the invention the function of the pick a card space 32 and question and answer cards 48 (FIG. 8) is to present specific question and answer cards with a plurality of question and answer cards 48 that present moral, ethical, spiritual, religious or philosophical questions for which various spiritual or philosophical answers are presented in a variety of religious or philosophical sources such as for example the Bible, the Qur'an, the Torah, the Dhammapada, the Veda, or the Dharma for example. The purpose of the pick a card space 32 and associated cards 48 in this embodiment is to expose the players to other great spiritual works and create an understanding and respect for the point of view of others in response to moral, ethical and spiritual issues.

In the best mode and preferred embodiment the question and answer cards 48 have a backside 50 that merely references one or more works 52. The front side 54 may be placed down on card spot 44 on gameboard 20. Alternatively question and answer cards 48 may be partially encased by a covering 56 which on the backside 58 bears the question with a pullout card 60 bearing citation to the work or one or more quotes from the work, as illustrated in FIG. 10.

Further illustrative examples of the question and answer cards 48 of the novel educational morality game include the following questions and answers:

The front of the card states: How important is modesty? Would you consider yourself modest?

The back of the card reads: Buddhism. Samyutta Nikaya xxii.90 Islam. Qur'an 24.30-32 Judaism. Isaiah 3.16-17 Christianity. 1 Timothy 2:9

The front of the card states: Has there ever been a time in your life where you have been especially courageous? When was it?

The back of the card reads: Judaism. Joshua 1.19 Islam. Nahjul Balagha saying 22 Buddhism. Mahaparinirvana Sutra. Christianity. Joshua 1:7

The front of the card reads: If you hang around with bad or mean people does that mean you share their attitudes?

The back of the card reads: Qur'an 5:70. Talmud, Kiddushin 3ob. Buddhism. Digha Nikaya. 276 Sakkapanha Suttanta. Christianity. Proverbs 13:20

The front of the card reads: What is the best way to treat someone who is an obvious enemy of you?

The back of the card reads: Qur'an 60.7. Judaism. Tosefta, Baba Metzia 2:26. Buddhism. Dhammapada 223. Christianity. Romans 12:21, Proverbs 25:21-22.

The front of the card reads: Since there is no commandment on it how do you think God feels about swearing or an off-color joke?

The back of the card reads: Buddhism. Dhammapada 307-12. Islam, Qur'an 49.6-12. Judaism. Talmud, Baba Metzia 49. Christianity. Ephesians 5:4.

The front of the card reads: How common is it for people to gossip? Do you know anyone who doesn't?

The back of the card reads: Qur'an. 4.112. Judaism. Exodus 20.16. Buddhism. Majjhima nikaya iii47-48. Christianity. Colossians 4:6.

The front of the card reads: Christ was utterly obedient to his Father. How would you rate, on a scale of 1-10 your obedience to your parents?

The back of the card reads: Qur'an 31.17. Judaism. 1Samuel 15.22. Buddhism. Anguttara nikaya i.61. Christianity. John 14:31.

The front of the card reads: Why are the poor of special concern to God?

The back of the card reads: Judaism. Talmud, Gittin 61a. Buddhism Dhammapada 224. Islam.Qur'an 76. 8-9. Christianity. Leviticus 25:25,35,39

The front of the card reads: If you could see God living inside you, would you treat your body the same way?

The back of the card reads: Judaism. Talmud, Taanit 11B. Buddhism. Mahaparinirvana sutra 214. Christianity. 1Corinthians 6:19

The front of the card reads: Try to list at least two forms of idolatry.

The back of the card reads: Islam Qur'an 6:20/16.36. Judaism. Mekilta Exodus 12.6. Buddhism. Diamond Sutra 26. Christianity. 2Chronicles 14:3-5, 15:8

The front of the card reads: What does it mean to you to love your neighbor as yourself?

The back of the card reads: Buddhism. Sutta Nipata. 705. Judaism. Shabbat 31a. Qur'an 6:149. Christianity. Matthew 22:39

The front of the card reads: Do you know anyone who may not be saved? Have you shared your beliefs with them? Why or why not?

The back of the card reads: Judaism. Mishnah, Abot 1.12. Islam Qur'an 16.125. Buddhism Lotus Sutra 14. Christianity 1Thessalonians 4:17

The front of the card reads: Do you think there are any sins that may be to big to receive forgiveness for?

The back of the card reads: Islam Qur'an 64.14. Buddhism. Dhammapada 3-5. Judaism. Leviticus 19:18. Christianity Romans 10:9-13.

The front of the card reads: Do you think that older people look down on teens? Why do you feel that way?

The back of the card reads: Islam Hadith of bukhari. Judaism. Jeremiah 1.4-10. Buddhism. Diamond Sutra 32. Christianity. 1Timothy 4:12.

The front of the card reads: Why do you think the devil tempts us to use drugs or to abuse food or alcohol?

The back of the card reads: Buddhism Dhammapada 48. Judaism. Isaiah 5.11-12. Islam Qur'an 4.118-20. Christianity. 1Corinthians 6:19.

The front of the card reads: How do you know if what you feel called to do is from God or from Satan?

The back of the card reads: Judaism Hosea 8.7. Buddhism Dhammapada 7-8. Islam Qua'ran 26.221-26. Christianity 1Timothy 4:1.

The front of the card reads: Do you believe that those who practice homosexuality will be prevented from entering into heaven?

The back of the card reads: Judaism. Leviticus 18.22. Islam Qur'an 29.28-29. Buddhism Lotus Sutra 14. Christianity. 1Corinthians 6:9

The front of the card reads: Explain how you think most of society views abortion.

The back of the card reads: Judaism. Talmud, sanhedrian 57b. Buddhism. Vinaya. Mahauaga i.78.4. Islam. Qur'an 17.31. Christianity. Psalms 139:13-16

The front of the card reads: Do you think that God creates us—then sits back to watch us fumble around, or did he create us with a destiny in mind?

The back of the card reads: Islam. Qur'an 29.62. Judaism. Talmud, Hullin 7b. Buddhism. Sutra of Hui Neng 2. Christianity. Ephesians 2:10.

The front of the card reads: Does God really expect us to become holy?

The back of the card reads: Judaism. Leviticus 19.1-2. Islam Hadith of Abu nuaym. Buddhism mahaparinirvana sutra 214. Christianity. 2Corinthians 7:1

The front of the card reads: How can you discern if someone is telling you the truth?

The back of the card reads: Buddhism. Dhammapada. 76-77. Islam Nahjul balanga, saying 90. Judaism Mishna,Abot 1-17. Christianity. John 8:32.

The front of the card reads: What do you think is the best way to tell if someone you like could ever be marriage material?

The back of the card reads: Christianity. 1Corinthians 13. Judaism. Proverbs 31.10-31. Islam Qur'an 30.21. Buddhism. Anguttara nikaya iv.91, sujata sutta.

The front of the card reads: Has anyone ever said mean or harsh things to you on account of your faith?

The back of the card reads: Judaism. Talmud, Berekot 20a. Buddhism. Anguttara nikaya ii.193. Islam Qur'an 2.214. Christianity. Matthew 5:11

The front of the card reads: Does God love any one group of people more than another?

The back of the card reads: Islam. Qur'an 3.110. Buddhism Dhammapada 194. Judaism, Midrash, Exodus Rabbah 49.1. Christianity Galatians 3:28-29.

The front of the card reads: How do you think God feels about a believer dating or hanging out with non-believers?

The back of the card reads: Buddhism. Itivuttaka 68-69. Judaism Mishnah, kelim 12.2. Islam Qur'an 9.71. Christianity. 2 Corinthians 6:14-15

The front of the card reads: Has there ever been a really difficult situation in your life that had a good outcome? What was it?

The back of the card reads: Christianity. Romans 8.28. Buddhism Shantideva, Guide to the Bohhisattva's way of life 4.40. Judaism. Talmud, sanhedrin 105a. Islam Qur'an 40.55.

The front of the card reads: How much self control does it take for you to be quiet and listen to what others have to say?

The back of the card reads: Christianity. 2Thesselonians 3:12. Buddhism. Dhammapada 361. Islam Qur'an 6.120. Judaism. Mishna, abot 3.17.

The front of the card reads: Is it wrong for us as to become angry?

The back of the card reads: Christianity. Ephesians 4.26-27. Buddhism. Dhammapada 223. Judaism. Talmud, Pesahim 66b. Islam Hadith of Bukhari and Muslim.

The front of the card reads: If someone told you that your future would be to have a life of service, how would you feel? Why?

The back of the card reads: Christianity. John 13:17. Islam the Hadith of Bukhari. Judaism. Talmud, Sanhedrin 27b. Buddhism. Shantideva, guide to the Bohhisattva's way of life 8.126-28.

The front of the card reads: Is there a part of your life you hold back, or reserve from committing to God? Why? Or Why not?

The back of the card reads: Islam Qur'an 7.158. Buddhism. Dhammapada 290. Judaism. Jeremiah 6.16. Christianity. 2Chronicles 27:2.

The front of the card reads: Would you consider yourself bold in your faith? Why? Or Why not?

The back of the card reads: Christianity. Mark 15:39. Judaism. Mishnah, Abot 1.12. Buddhism itivuttaka 98. Islam Qur'an 61.14.

The front of the card reads: Do you think that we, as a country, view our spiritual responsibility toward children with the seriousness they deserve?

The back of the card reads: Christianity. 2 Kings 11:21 Buddhism. Sutta Nipata 262 Islam. Qur'an 25.74 Judaism. Proverbs 22.6

The front of the card reads: What is the most memorable way you have experienced kindness in your life?

The back of the card reads: Islam. Qur'an 39.10. Judaism. Mishnah, Abot 1.2. Buddhism. Dhammapada 368,376. Christianity. 2 Samuel 9:13

The front of the card reads: After someone comes to God,—what happens? Do they become a new creation or a spiffed up version of the old?

The back of the card reads: Islam. Qur'an 48.4. Judaism. Midrash Psalms 18. Buddhism. Lotus Sutra 3. Christianity. 2 Corinthians 6:14-15

The front of the card reads: How do you handle being afraid? Christianity. Romans 8:31. Judaism. Talmud, Berakot 28b. Islam. Qur'an 72.13. Buddhism. Itivuttaka 36.

The back of the card reads: Christianity. Romans 8:31. Judaism. Talmud, Berakot 28b. Islam. Qur'an 72.13. Buddhism. Itivuttaka 36.

The front of the card reads: Is it hard for you to praise other people for their hard work or accomplishments?

The back of the card reads: Buddhism. Garland Sutra 22. Judaism. Leviticus 19.18. Islam. Forty Hadith of an-Nawani 13. Christianity. 1 Timothy 1:4

The front of the card reads: How does someone begin to decide how to give money to a ministry or church?

The back of the card reads: Christianity. 1 Corinthians 16:1-2. Islam. Qur'an 2.261-62. Judaism. Mishna Abot 3.17. Buddhism. Petavatthu ii.9.68-71

The front of the card reads: Describe a time in your life when someone granted you grace.

The back of the card reads: Judaism. Midrash, Genesis Rabbah 602. Islam. Qur'an 12.64. Buddhism. Lotus Sutra 5. Christianity. Phillipians 1:2

The front of the card reads: No commandment is geared specifically toward alcohol—so how does God plan that we deal with it?

The back of the card reads: Christianity. Ephesians 5:18. Judaism. Talmud, Sanhedrin 70ab. Buddhism. Digha Nikaya iii.182-85 Sigalovada Sutta. Islam. Qur'an 5.90-91

The front of the card reads: What does being saved mean to you?

The back of the card reads: Buddhism. Sutra of the Great Accomplishment of the Maitreya. Islam. Hadith of Muslim. Judaism. Jeremiah 31.31-34. Christianity. Acts 16:30-31

The front of the card reads: Do you think God really cares about sexual impurity?

The back of the card reads: Islam. Qur'an 17.32. Judaism. Midrash Leviticus Rabbah 23.9. Buddhism. Sutra Nipata 815. Christianity. Leviticus 18:20.

The front of the card reads: How important, on a scale of 1-10 should prayer be in the decision making process?

The back of the card reads: Judaism. Jerusalem Talmud Berakot 1.1. Buddhism. Lotus Sutra 25. Islam. Qur'an 40.60. Christianity. 1 Corinthians 2:15

The front of the card reads: Do you ever spend time in prayer over a decision you have to make?

The back of the card reads: Christianity. 1 Corinthians 2:15. Buddhism. Smaller Sukhavativyuha Sutra 10. Judaism. Psalm 55.22. Islam. Qur'an 2.186

The front of the card reads: How likely are you to exhaust yourself, going above and beyond to make sure an aspect of your life works out the way you want it to? Examples?

The back of the card reads: Islam. Qur'an 26.218-20. Judaism/Christianity Proverbs 3.5-6. Buddhism. Sutta Nipata 1146

The front of the card reads: For what reason should we pray for someone in governing authority . . . especially if we don't agree with the way they govern?

The back of the card reads: Judaism. Mishnah, Abot 3.2. Islam. Hadith of Muslim. Buddhism. Nagarjuna Precious Garland 327. Christianity. Romans13.1

The front of the card reads: We know we are to honor our Father and Mother . . . but how are they to treat us?

The back of the card reads: Buddhism. Anguttara Nikaya i.61. Islam. Qur'an 25.74. Judaism/Christianity. Proverbs 22:15

The front of the card reads: Identify a specific time in your life when you served someone.

The back of the card reads: Christianity. Galations 6.2. Buddhism. Garland Sutra 23. Islam. Hadith of Bukhari. Judaism. Talmud, Sanhedrin 27b.

The front of the card reads: Try to explain righteousness.

The back of the card reads: Judaism. Talmud, Hullin 92a. Islam. Hadith of Abu Dawud. Buddhism. Dhammapada 54. Christianity. Galations 5:6 13-14.

The front of the card reads: If a person were to become Christlike, name 3 qualities he would possess.

The back of the card reads: Buddhism. Dhammapada 89. Judaism. Mishna, Abot 6.1. Islam. Qur'an 25.63-76. Christianity. Matthew 5.48

The front of the card reads: Give an example of how God could use an uncomfortable circumstance for a spiritual purpose.

The back of the card reads: Christianity. Proverbs 3.11-12. Judaism. Sifre Deuteronomy 143a. Buddhism. Garland Sutra 10. Islam. Qur'an. 29.2-3

The front of the card reads: What do you suppose is the reason that a religious person would be persecuted for their belief?

The back of the card reads: Judaism. Exodus 16.2-3. Buddhism. Dhammapada 320. Islam. Qur'an 17.45-46. Christianity. Acts 5:17-18.

The front of the card reads: Are we, as people of true faith, expected to witness to others? How easy or difficult is this for you?

The back of the card reads: Islam. Qur'an 16.125. Buddhism. Garland Sutra 38. Judaism. Mishnah, Abot 1.12. Christianity. John 15:26-27.

The front of the card reads: What ways do you know of that can actually increase your faith?

The back of the card reads: Buddhism. Shinran, Tannisho. Islam. Qur'an 10.94-95. Judaism. Genesis 15.6. Christianity. Romans 10:17

The front of the card reads: Do you find that you often covet things?

The back of the card reads: Christianity. 1 Timothy 6:10. Judaism. Exodus 20.1-17. Buddhism. Najarjuna Precious Garland 8-9. Islam. Qur'an 6.151-53

The front of the card reads: Have you ever gone to a fortune teller or medium to find out about your future? How about Ouija boards?

The back of the card reads: Islam. Qur'an 2.257. Buddhism. Sutta Nipata 927. Judaism/Christianity. Leviticus 19.31.

The front of the card reads: Do you believe that the Holy Spirit gives some of us the power to perform miracles?

The back of the card reads: Buddhism. Digha Nikaya xi.66 Kevaddha Sutta. Judaism. Talmud, Berakot 20a. Islam. Qur'an 19.29-39. Christianity.1 Corinthians 12:10

The front of the card reads: Do you think that some people can discern between good and evil spirits?

The back of the card reads: Christianity. 1 Corinthians 12:10. Islam. Qur'an 21.26-29. Buddhism. Milarepa. Judaism. Midrash Numbers Rabbah 17.6

The front of the card reads: What could be wrong with incorporating religions into one another, like Buddhism into Christianity for example?

The back of the card reads: Islam. Qur'an 10.99-100. Buddhism. Majjhima Nikaya ii.176 Canki Sutta. Judaism. Talmud, Gittin 61a. Christianity. Deuteronomy 6:13-14

The front of the card reads: Do you feel that Christians are a little proud in thinking that their religion is the only “right” one? Why do you feel this way?

The back of the card reads: Judaism. Malachi 1.11. Buddhism. Lotus Sutra 16. Islam. Qur'an 5.82-83. Christianity. John 14:6

The front of the card reads: Do you have the respect of others?

The back of the card reads: Buddhism. Meditation on Buddha Amitayus 27. Judaism. Talmud, Kiddushin 30b. Christianity. 1 Timothy 3:11

The front of the card reads: How can we tell for sure that our prayers will be answered?

The back of the card reads: Christianity. Mark 11:24. Islam. Qur'an 40.60. Judaism. Psalm 145.18. Buddhism. Meditation on Buddha Amitayus 3.30

The foregoing examples of question and answer cards are not exhaustive but are merely illustrative of the type of question and answer cards that present interesting moral, ethical and religious questions to teenagers and young adults. Other question and answer cards may be created in accordance with the invention presenting easier or more challenging issues for younger or older players having different educational, philosophical or ethical levels of knowledge and understanding.

Referring again to FIG. 1 the novel educational morality game includes a random number generator 62. The random generator 62 may be any type of mechanical or electronic device for arbitrarily generating a number such as a spinner 64 or a die 66 or a electronic device for generating a number in embodiments of the invention played on computer versions of the game as will be discussed hereinafter in greater detail with respect to FIG. 12.

The novel educational morality game may also optionally include a reference book 68. (FIG. 1) Reference book 68 may include sections from one or more works 52 on backside 50 of question and answer cards 48 (FIG. 8) or on sections cited on pull out card 60 (FIG. 10). The relevant sections for example may include the Bible, the Koran, the Torah, the Veda, the Dharma, the Dhamma or some other religious, ethical, spiritual, moral or philosophical source.

Referring now to FIG. 11 an alternative embodiment of the plurality of consecutive spaces 22 of gameboard 20 is illustrated. In this embodiment each of the plurality of consecutive spaces 22 except for the pick a card spaces 32 include a transparent window 70 into which insertable cards 72 bearing general questions 24 may be inserted. Insertable cards 72 may be purchased separately and can be used to convert gameboard 20 from a teenage version of general questions as heretofore described in the preferred embodiment and best mode into an adult learning version or a child learning version. Also question and answer cards 48 in the form of insertable cards 72 may be purchased separately to provide even more intellectually challenging questions such as “Should life be cloned” or “Do animals go to heaven?” As will be recognized insertable cards 72 and alternative question and answer cards 48 allow the game to be adapted to a variety of age and intellectual groups while educating and inviting discussion and reference to major moral, ethical, spiritual, scientific and philosophical works.

Referring now to FIG. 12 the novel gameboard 20 may be played on computers 74 connected through the internet or intranet 76 with players in different rooms or parts of the world. The markers 28 for each of the players can be electronically generated as well as gameboard 20 on computers 74. A random number generator 62 can also be electronically generated, operated and displayed on each of the computers 74 for the players. The general questions 24 can be responded to by typing answers onto a keyboard 78 and displayed on the computers. Alternatively general questions can be answered by voice technology between computers connected through the internet 76.

The novel educational morality game is played by any number of players. The novel game is started with each player placing their markers 28 on the Beginning space 80 or having their markers placed on the beginning space 80 electronically. Each player takes a turn to obtain a number from the random number generator to obtain a number corresponding to the spaces to be moved on the gameboard. Players whose markers stop on one of the plurality of consecutive spaces having a general question are required to answer that general question.

As each player answers a general question other players are free to form impressions of the sincerity of the player along with other qualities such as veracity, integrity, philosophical belief and spirituality. Players who empathize or do not empathize with other players can express their feelings by allowing a kindred player to move forward or requiring players to move backwards when, and if, their marker ends up on a crown space. Alternatively a player may advance their token additional spaces or donate their additional spaces to another player who is lagging behind. Players whose markers are on the same general question space as a result of being forced back by another player or whose marker is on a pick a card space are required to take one of the Question and Answer cards 48 that poses a more important social, moral, ethical or spiritual issue that include answers from various ethical, religious, philosophical or scientific sources.

The players continue moving their markers around the board answering questions, evaluating the answers of other players and comparing and contrasting their own beliefs. The players continue taking turns until one of the players finish by crossing the Ending space 82.

Those skilled in the art will recognize the novel educational morality game may be implemented in a variety of ways to provide education, entertainment and impart learning and understanding skills. The invention further may be implemented by incorporating any number of spiritual, scientific, philosophical, moral and ethical points of view.

The invention may also be implemented in a number of different formats including an electronic format by interconnected computers. The arrangement of the plurality of consecutive spaces may be modified as well as the markers of players. The random number generator may be simple mechanical devices or dice and may include numbers 1-12 or any other number instead of 1 to 6 as described in the best mode and preferred embodiment. Other advantages, modifications and applications will occur to those skilled in the art. For example changes may be made in the geometrical configuration of the gameboard by modifying the generally rectangular configuration of the plurality of consecutive spaces to a circular configuration. In addition modifications may be made by those skilled in the art in the gameboard layout by providing more than one alternative path connected to the plurality of consecutive spaces. For example an alternative path representing wrong choices and bad influences could be provided alone or together with a good deeds alternative path with a player being allowed to choose or being forced by another player onto another alternative path. These and other such modifications by those skilled in the art are deemed to be included in the claims.

As used herein and in the following claims, the word ‘comprising’ or ‘comprises’ is used in it's technical sense to mean the enumerated elements include but do not exclude additional elements which may or may not be specifically included in the dependent claims. It will be understood such additions, whether or not included in the dependent claims, are modifications that both can be made within the scope of the invention. It will be appreciated by those skilled in the art that a wide range of changes and modification can be made to the invention without departing from the spirit and scope of the invention as defined in the following claims: 

1. An educational game comprising: (a) a gameboard having a plurality of consecutive spaces, said plurality of consecutive spaces having a first group of spaces bearing general questions and a second group of spaces bearing Pick a Card spaces; (b) a set of questions and cards having specific questions and providing a reference to different philosophical, spiritual or scientific answers to said specific questions; ( c) an alternative path branching off and rejoining said plurality of consecutive spaces which provide a player with options; and (e) a random number generator for directing a player's movement.
 2. The educational game of claim 1 further comprising a reference book including excerpts from said reference to different philosophical, spiritual or scientific questions.
 3. The educational game of claim 1 wherein said question and answer cards includes a covering for masking the answers or references to answers.
 4. The educational game of claim 1 wherein said gameboard is electronically generated on a computer.
 5. The educational game of claim 1 wherein said first group of spaces for bearing general questions includes a transparent window for accommodating replacement cards.
 6. The educational game of claim 2 wherein said alternative path includes a plurality of alternative paths.
 7. An educational morality game comprising: (a) a gameboard having a plurality of consecutive spaces and at least one alternative path space interconnecting said plurality of connective spaces; (b) a plurality of spaces requiring a player to draw a card; (c) a plurality of cards bearing philosophical, spiritual or moral questions having at least one reference to different spiritual or philosophical works providing alternative answers; and (d) a random number generator for directing a player's movement.
 8. The educational morality game of claim 7 further comprising a reference book including excerpts from said references to said different spiritual or philosophical works.
 9. The educational morality game of claim 7 wherein said at least one alternative path spaces are “crown” spaces for providing a player with options.
 10. The educational morality game of claim 7 wherein said gameboard is electronically generated and played on a computer.
 11. The educational morality game of claim 10 wherein the game is played over the internet.
 12. The educational morality game of claim 7 wherein said random number generator is a spinner.
 13. The educational morality game of claim 7 wherein said plurality of consecutive spaces include a transparent cover and an opening for receiving a replacement card.
 14. The educational morality game of claim 7 wherein said plurality of cards include a covering for masking said references to said different spiritual or philosophical works.
 15. The educational morality game of claim 7 wherein said random number generator is a die.
 16. An interactive learning game comprising: (a) a gameboard having a plurality of consecutive spaces, said plurality of consecutive spaces having a first group of spaces bearing open ended personality questions and a second group of spaces for drawing a card; (b) at least one group of alternative path spaces interconnecting said plurality of consecutive spaces, said at least one group of alternative spaces providing a player an option of advancing or forcing another player back; (c) a plurality of cards bearing moral, ethical spiritual or philosophical questions and providing references to works providing answers to said moral, ethical, spiritual or philosophical questions; and (d) a random number generator for directing a player's movement.
 17. The interactive learning game of claim 16 further comprising a reference work including excerpts from said references.
 18. The interactive learning game of claim 16 further comprising a plurality of player markers.
 19. The interactive learning game of claim 18 wherein said gameboard, said alternative path spaces, said plurality of cards said random number generator and said plurality of markers are generated on a computer.
 20. The interactive learning game of claim 17 wherein said first group of spaces have a transparent cover of receiving cards having different open ended personality questions. 